Put to the Test: Understanding Differences in Support for High-Stakes Testing

In: American politics research, Band 37, Heft 3, S. 429-448

Abstract

Despite the importance of high-stakes tests in education policy, relatively little is known about opinion on this issue. We examine racial & socioeconomic differences in support for high-stakes testing. Given the achievement gaps between racial minorities & Whites & between the lower & higher status, it would be reasonable to expect that those whose children are most likely to do well on high-stakes tests would support the policy, whereas their counterparts would oppose them. However, these groups have different histories with & optimism about the public education system as well as different perceptions about how high-stakes tests will affect their children. We find that Latinos strongly support these measures, whereas African Americans & Whites oppose them primarily because African Americans are pessimistic about improving public schools & Whites are concerned about how resources will be redistributed. We also find that those of higher status are more likely to oppose high-stakes testing. [Reprinted by permission of Sage Publications Inc., copyright 2009.]